Teacher Evaluation Policy Brief

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Enhancing Teacher Education, Development, and Evaluation

Author : Alyson L. Lavigne
Publisher : Routledge
ISBN 13 : 1317248392
Total Pages : 134 pages
Book Rating : 4.3/5 (172 download)

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Book Synopsis Enhancing Teacher Education, Development, and Evaluation by : Alyson L. Lavigne

Download or read book Enhancing Teacher Education, Development, and Evaluation written by Alyson L. Lavigne and published by Routledge. This book was released on 2019-03-26 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: Enhancing Teacher Education, Development, and Evaluation examines the complex role that recent educational reforms have played in the teaching profession. The failure of programs like Race to the Top to benefit teaching and learning outcomes has yielded many questions about what went wrong and how a research-based plan for true systemic progress could actually work. Covering inaccurate narratives about schools and student achievement, evidence for teacher effectiveness, and the history and repercussions of Race to the Top, this book culminates with a proposal for future research and policy initiatives that more accurately and more equitably prioritize the measurement and improvement of teaching and learning. Five concise yet comprehensive chapters invite teacher and principal educators, teachers and school leaders in training, district administrators, policymakers, and other stakeholders to better understand the implications of and possible paths beyond misguided reform efforts. An overview of the recent past and an inspiration for the immediate future, this definitive analysis offers insights into how more reasonable, empirically derived strategies will ultimately foster more successful schools.

Teacher Evaluation

Author :
Publisher :
ISBN 13 :
Total Pages : 7 pages
Book Rating : 4.:/5 (19 download)

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Book Synopsis Teacher Evaluation by :

Download or read book Teacher Evaluation written by and published by . This book was released on 2013 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Revamping the Teacher Evaluation Process. Education Policy Brief. Volume 9, Number 4, Fall 2011

Author : Rodney S. Whiteman
Publisher :
ISBN 13 :
Total Pages : 24 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Revamping the Teacher Evaluation Process. Education Policy Brief. Volume 9, Number 4, Fall 2011 by : Rodney S. Whiteman

Download or read book Revamping the Teacher Evaluation Process. Education Policy Brief. Volume 9, Number 4, Fall 2011 written by Rodney S. Whiteman and published by . This book was released on 2011 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: This policy brief explores Senate Enrolled Act 001 (SEA 1), specifically the provisions for how teachers must be evaluated. After a short summary of SEA 1 and its direct changes to evaluation policies and practices, the brief reviews literature in teacher evaluation and highlights important issues for school corporations to consider when selecting an evaluation system. Five teacher evaluation models, including the RISE Evaluation and Development System that is being developed by the Indiana Department of Education, are then described and considered within the context of SEA 1. Finally, conclusions and recommendations for school districts are outlined. (Contains 5 tables, 1 figure, 12 footnotes and 11 web resources.).

Getting Teacher Evaluation Right

Author : Linda Darling-Hammond
Publisher : Teachers College Press
ISBN 13 : 080777197X
Total Pages : 193 pages
Book Rating : 4.8/5 (77 download)

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Book Synopsis Getting Teacher Evaluation Right by : Linda Darling-Hammond

Download or read book Getting Teacher Evaluation Right written by Linda Darling-Hammond and published by Teachers College Press. This book was released on 2015-04-28 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher evaluation systems are being overhauled by states and districts across the United States. And, while intentions are admirable, the result for many new systems is that goodoften excellentteachers are lost in the process. In the end, students are the losers. In her new book, Linda Darling-Hammond makes a compelling case for a research-based approach to teacher evaluation that supports collaborative models of teacher planning and learning. She outlines the most current research informing evaluation of teaching practice that incorporates evidence of what teachers do and what their students learn. In addition, she examines the harmful consequences of using any single student test as a basis for evaluating individual teachers. Finally, Darling-Hammond offers a vision of teacher evaluation as part of a teaching and learning system that supports continuous improvement, both for individual teachers and for the profession as a whole.

Teacher Evaluation. Policy Brief

Author : Gene V. Glass
Publisher :
ISBN 13 :
Total Pages : 26 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Teacher Evaluation. Policy Brief by : Gene V. Glass

Download or read book Teacher Evaluation. Policy Brief written by Gene V. Glass and published by . This book was released on 2004 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt: Traditional forms of evaluating teachers (e.g., inspection of credentials, supervisor and peer observation and rating) for purposes of hiring, promotion, and salary increases have served the profession of teaching well for decades and should receive continued support in policy and practice. Newer forms of evaluation--primarily paper-and-pencil tests for initial and recertification, and "value-added" techniques such as the Tennessee Value Added Assessment System (TVAAS) that attempt to attribute students' standardized achievement test score gains to the efforts and expertise of their current teacher--have serious shortcomings. Paper-and-pencil tests of candidates' knowledge of teaching practices and even subject matter tests are of dubious validity and fail to meet ordinary standards of predictive validity. Several recommendations at the state-wide policy level can be derived from the above consideration of the issues surrounding teacher evaluation in the State of Florida: (1) any attempt to substitute test performance for college degree requirements in the teacher certification process should be opposed; and (2) value-added teacher evaluation methods, which attempt to evaluate teachers in terms of the standardized achievement test score gains of their students, are of uncertain validity, have drawn heavy criticism from measurement experts, and raise serious concerns about fairness.

Everyone at the Table

Author : Ellen Behrstock-Sherratt
Publisher : John Wiley & Sons
ISBN 13 : 1118540158
Total Pages : 224 pages
Book Rating : 4.1/5 (185 download)

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Book Synopsis Everyone at the Table by : Ellen Behrstock-Sherratt

Download or read book Everyone at the Table written by Ellen Behrstock-Sherratt and published by John Wiley & Sons. This book was released on 2013-05-01 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: A proven method for working with teachers to design better evaluations There is no magic formula for successfully designing a teacher evaluation system. However there is abundant evidence that suggests involving teachers in the process will reduce the likelihood of opposition, gridlock, and reform failure. Everyone at the Table provides materials to genuinely engage teachers in the evaluation process. The book is a research-based and field-tested practical guide for school leaders. With this resource, educators will have the tools they need to develop meaningful teacher evaluations. Offers a collaborative approach to designing teacher evaluations Includes a companion web-based resource, with video This research-based program outlines a solid plan for improving teacher effectiveness through evaluation reform.

Rethinking Teacher Evaluation

Author : Lauren Sartain
Publisher :
ISBN 13 : 9780981460475
Total Pages : 14 pages
Book Rating : 4.4/5 (64 download)

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Book Synopsis Rethinking Teacher Evaluation by : Lauren Sartain

Download or read book Rethinking Teacher Evaluation written by Lauren Sartain and published by . This book was released on 2010 with total page 14 pages. Available in PDF, EPUB and Kindle. Book excerpt: Researchers have raised a number of questions about whether student achievement data can be used fairly or accurately for purposes of teacher evaluation. Others have noted that achievement data alone cannot provide teachers with the information they need to improve their practice. Recognizing these limitations, the federal government and many states have specified that student test score data should be just one of a variety of measures used to evaluate teachers. Other measures would likely include some form of classroom observation, which in turn has generated new demand for tools that principals and others can use to judge whether effective teaching is taking place. The Charlotte Danielson Framework for Teaching, which attempts to delineate the observable components of effective teaching, is perhaps the most well-known example of such a tool. Districts including Chicago, Cincinnati, and Las Vegas have adopted the Framework to structure teacher evaluation. A team of researchers from the Consortium on Chicago School Research (CCSR) at the University of Chicago is studying the implementation of the Danielson Framework in Chicago Public Schools (CPS) and providing real-time, objective feedback to the district on its new pilot teacher evaluation program, the Excellence in Teaching Project. This policy brief describes the first year of implementation in CPS and highlights key early findings and policy implications from the study. The findings presented are relevant for policymakers contemplating how best to support the design and development of effective teacher evaluation systems. They are particularly important for districts seeking valid, reliable ways to measure and evaluate the complex activity of teaching. (Contains 12 footnotes.).

State Education Agencies and the Implementation of New Teacher Evaluation Systems. CPRE Policy Brief. PB #15-2

Author : Patrick McGuinn
Publisher :
ISBN 13 :
Total Pages : 6 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis State Education Agencies and the Implementation of New Teacher Evaluation Systems. CPRE Policy Brief. PB #15-2 by : Patrick McGuinn

Download or read book State Education Agencies and the Implementation of New Teacher Evaluation Systems. CPRE Policy Brief. PB #15-2 written by Patrick McGuinn and published by . This book was released on 2015 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: It has been three years since Race to the Top grant-winning states piloted new teacher evaluation systems and many of them have made considerable progress, yet according to media coverage and a Government Accountability Office (GAO) report published in April 2015, struggles remain and most grantees have asked to extend the timetables for completing this work. Given the enormous importance and complexity of these reforms--and the fact that states vary widely in the timing, approach, and success of their implementation work--this is an excellent opportunity to assess the progress that has been made and identify where challenges persist. It is imperative that states learn from one another during this implementation stage, and this brief serves to facilitate the discussion by highlighting what is and is not working in the Race to the Top states.

Linking Teacher Evaluation to Professional Development

Author : Laura Goe
Publisher :
ISBN 13 :
Total Pages : 32 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Linking Teacher Evaluation to Professional Development by : Laura Goe

Download or read book Linking Teacher Evaluation to Professional Development written by Laura Goe and published by . This book was released on 2012 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recently, teacher evaluation has become a major focus in educational policy debates and research efforts. This increased attention to teacher evaluation has raised questions about the relationship between evaluation and student outcomes. Rivkin, Hanushek, and Kain (2005) and others have demonstrated with value-added research that there are sizeable differences among teachers in their ability to help students learn at high levels--not just across schools but within schools. These differences lie at the heart of the current approaches to measuring teacher effectiveness through teacher evaluation. The results of these evaluations will be used in many districts and states for accountability purposes to make high-stakes decisions about teachers. Evaluation may be a tool to help teachers improve, but school leaders often lack training in how to use evaluation results to guide teachers toward professional growth. However, both outcomes of evaluation--for accountability and for improvement--rely on the same foundation for making decisions: reliable and valid evidence about teacher performance and student learning. Questions to Support Alignment are appended. (Contains 1 figure and 2 tables.).

The Case for Commitment to Teacher Growth

Author : Richard J. Stiggins
Publisher : State University of New York Press
ISBN 13 : 143842129X
Total Pages : 180 pages
Book Rating : 4.4/5 (384 download)

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Book Synopsis The Case for Commitment to Teacher Growth by : Richard J. Stiggins

Download or read book The Case for Commitment to Teacher Growth written by Richard J. Stiggins and published by State University of New York Press. This book was released on 1988-04-20 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Most evaluations of teacher performance are brief, superficial, pro forma affairs involving a few moments of classroom observation every year or two followed by the completion of required evaluation forms. Not surprisingly, much of what has been written about teacher evaluation over the past decade reflects the dissatisfaction of teachers, the frustration of administrators, and the confusion of all parties as to the proper purposes for and methods of teacher evaluation. In this long-awaited book, Richard J. Stiggins and Daniel L. Duke approach teacher evaluation from a positive perspective. They present the results of three unique studies from over a three-year period, designed to uncover the inherent problems in current evaluation practices and find potential solutions to those problems. Relying on ethnographic case study methodology, Study One focuses on the procedures and concerns in the teacher evaluation systems of four school districts, uncovering barriers to teacher growth. Study Two also relies on case study methodology to highlight the keys to success for a few teachers who experienced significant professional growth as a result of a good-quality evaluation event. Study Three uses an instrument—the Teacher Evaluation Profile—to explore and analyze the evaluation experiences of over 400 teachers. The result is a book that gives a clear insight into the important attributes of positive growth-producing evaluation events. Implications of these studies for future teacher evaluation programs in terms of research, policy, and practice are also included in this valuable resource book. The topic is very timely. The significance if this work is that the effort begins linking staff development participation to teacher evaluation.

Standards-Based Teacher Evaluation as a Foundation for Knowledge- and Skill-Based Pay. CPRE Policy Briefs. RB-45

Author : Herbert G. Heneman (III.)
Publisher :
ISBN 13 :
Total Pages : 16 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Standards-Based Teacher Evaluation as a Foundation for Knowledge- and Skill-Based Pay. CPRE Policy Briefs. RB-45 by : Herbert G. Heneman (III.)

Download or read book Standards-Based Teacher Evaluation as a Foundation for Knowledge- and Skill-Based Pay. CPRE Policy Briefs. RB-45 written by Herbert G. Heneman (III.) and published by . This book was released on 2006 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: State accountability systems and the federal No Child Left Behind Act have put additional demands on schools and teachers to improve teacher quality and improve student achievement. Many researchers (e.g., Cohen, 1996; Corcoran & Goertz, 1995; Floden, 1997; Newman, King, & Rigdon, 1997) have argued that such improvements will require a substantial increase in the instructional capacity of schools and teachers. One strategy for capacity building is to provide teachers with incentives to improve their performance, knowledge, or skills. The incentive strategy requires the design and implementation of alternative teacher compensation systems that depart from the single salary schedule (Odden, 2000; Odden & Kelley, 2002). Though slow to take hold, the incentive strategy is currently being pursued by several states (Peterson, 2006). Most of these new or proposed plans link pay to combinations of assessments of teacher performance, acquisition of new knowledge and skills, and student test score gains. The Teacher Compensation Group of the Consortium for Policy Research in Education (CPRE) has been studying the design and effectiveness of such systems for nearly a decade. Findings from this research on some of these systems are the focus of this issue of "CPRE Policy Briefs." Appended is: Summary of Research Activities at the Four Sites.

State Requirements for Teacher Evaluation Policies Promoted by Race to the Top. NCEE Evaluation Brief. NCEE 2014-4016

Author : Kristin Hallgren
Publisher :
ISBN 13 :
Total Pages : 18 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis State Requirements for Teacher Evaluation Policies Promoted by Race to the Top. NCEE Evaluation Brief. NCEE 2014-4016 by : Kristin Hallgren

Download or read book State Requirements for Teacher Evaluation Policies Promoted by Race to the Top. NCEE Evaluation Brief. NCEE 2014-4016 written by Kristin Hallgren and published by . This book was released on 2014 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: This brief describes the extent to which states required teacher evaluation policies aligned with the Race to the Top (RTT) initiative as of spring 2012. Although teacher evaluation policies appear to be rapidly evolving, documenting policy requirements in the early years of RTT implementation can help inform policymakers about the pace of policy innovation nationally. This brief examines the presence of state-level requirements for certain practices but not the actual district- or school-level implementation of such practices. Key findings, based on interviews with administrators from 49 states and the District of Columbia (12 Round 1 and 2 RTT states, 7 Round 3 RTT states, and 31 non-RTT states), include the following: (1) States, on average, reported requiring less than half of eight teacher evaluation policies aligned with RTT priorities, although the number of policies required by RTT states was higher than non-RTT states (3.7 policies for Round 1 and 2 RTT states, 3.6 for Round 3 RTT states, and 2.2 for non-RTT states); (2) States' reported teacher evaluation policies were most aligned with RTT priorities focused on using multiple measures to evaluate teacher performance (30 states); using multiple rating categories to classify teacher performance (31 states); and conducting annual evaluations (25 states); and (3) States' reported teacher evaluation policies were least aligned with RTT priorities focused on using evaluation results to inform decisions regarding career advancement (1 state) and compensation (6 states for annual salary increases, and 5 states for performance-based compensation).

Improving Instruction Through Effective Teacher Evaluation

Author : Carrie Mathers
Publisher :
ISBN 13 :
Total Pages : 24 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Improving Instruction Through Effective Teacher Evaluation by : Carrie Mathers

Download or read book Improving Instruction Through Effective Teacher Evaluation written by Carrie Mathers and published by . This book was released on 2008 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this Research and Policy Brief is to provide state and local policymakers with a comprehensive understanding of the measures used in teacher evaluation--their strengths, limitations, and current use in policy and practice. This brief will underscore aspects of evaluation policies currently aligned with best practices as well as illuminate areas where policymakers may improve evaluation rules, regulations, and their implementation, thereby improving teacher instruction and student performance. [This paper was written with Sabrina W. M. Laine.].

Indiana's Teacher Evaluation Legislation

Author : Sandi Cole
Publisher :
ISBN 13 :
Total Pages : 18 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Indiana's Teacher Evaluation Legislation by : Sandi Cole

Download or read book Indiana's Teacher Evaluation Legislation written by Sandi Cole and published by . This book was released on 2013 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2011, the Indiana General Assembly passed a broad and ambitious reform package that significantly altered how teachers and principals are evaluated. Senate Enrolled Act 001 (SEA 1) requires: (1) annual evaluation for all certificated employees; (2) objective measures of student achievement and growth; (3) rigorous measures of effectiveness; (4) annual designation of each certificated employee in four rating categories; (5) explanation of the evaluator's recommendation for improvement and the time in which improvement is expected; and (6) a provision that a teacher who negatively affects student achievement and growth cannot receive a rating of "effective" or "highly effective." Nearly all school corporations in Indiana are either implementing a new evaluation system for teachers and principals or are in the midst of developing their evaluation systems. From those school corporations that are currently implementing a system, much is being learned about the impact of the new system, as well as areas that will require refinement or change in the coming years. Initial findings include that the role of the principal must change in order to ensure the time and skills necessary to provide quality feedback to teachers, and that there is a great need for professional growth on assessment literacy. Evaluator training and re-training is critical; the development of assessments and student growth measures for the non-ISTEP+/ECA teachers has been a challenge; and transparency and collaboration in the development and implementation of evaluation systems is imperative. This brief is the second in a two-part series on the new era of teacher evaluation in Indiana. The first brief, "Overhauling Indiana Teacher Evaluation Systems: Examining Planning and Implementation Issues of School Districts. Education Policy Brief, Volume 10, Number 4, Summer 2012," discusses the results of a survey of attitudes and beliefs of school corporation superintendents, the features of quality evaluation plans, and the essential elements of a planning process that ensures equitable, effective, and efficient plans for evaluating educators. The objectives of this second brief are: (1) to provide information and discussion on the implications of the Indiana legislation on teacher and administrator preparation programs; (2) to provide information and discussion on the implications for educational policy and the procedural challenges that the state, superintendents, and boards should formally address to limit the possibilities for legal challenges, and to ensure high-quality plans; and (3) to provide information and discussion on the implications for professional development as it relates to teacher and evaluator training and the use of teacher evaluation data to determine the focus of professional development. This brief includes the following Policy Perspective Letters: (1) Implementing Indiana's Teacher Evaluation System (Brenda Pike); (2) A New Era of Accountability is Forthcoming for Educator Preparation (Bradley V. Balch and Steve Gruenert); and (3) School Boards and Public Education Accountability (Frank A. Bush). Also included is a Policy Perspective: "Implementing Indiana's Teacher Evaluation System (Brenda Pike). A list of Web Resources is provided. [For "Overhauling Indiana Teacher Evaluation Systems: Examining Planning and Implementation Issues of School Districts. Education Policy Brief, Volume 10, Number 4, Summer 2012," see ED535616.].

Handbook of Education Policy Research

Author : Gary Sykes
Publisher : Taylor & Francis
ISBN 13 : 1135856478
Total Pages : 1062 pages
Book Rating : 4.1/5 (358 download)

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Book Synopsis Handbook of Education Policy Research by : Gary Sykes

Download or read book Handbook of Education Policy Research written by Gary Sykes and published by Taylor & Francis. This book was released on 2012-09-10 with total page 1062 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-published by Routledge for the American Educational Research Association (AERA) Educational policy continues to be of major concern. Policy debates about economic growth and national competitiveness, for example, commonly focus on the importance of human capital and a highly educated workforce. Defining the theoretical boundaries and methodological approaches of education policy research are the two primary themes of this comprehensive, AERA-sponsored Handbook. Organized into seven sections, the Handbook focuses on (1) disciplinary foundations of educational policy, (2) methodological perspectives, (3) the policy process, (4) resources, management, and organization, (5) teaching and learning policy, (6) actors and institutions, and (7) education access and differentiation. Drawing from multiple disciplines, the Handbook’s over one hundred authors address three central questions: What policy issues and questions have oriented current policy research? What research strategies and methods have proven most fruitful? And what issues, questions, and methods will drive future policy research? Topics such as early childhood education, school choice, access to higher education, teacher accountability, and testing and measurement cut across the 63 chapters in the volume. The politics surrounding these and other issues are objectively analyzed by authors and commentators. Each of the seven sections concludes with two commentaries by leading scholars in the field. The first considers the current state of policy design, and the second addresses the current state of policy research. This book is appropriate for scholars and graduate students working in the field of education policy and for the growing number of academic, government, and think-tank researchers engaged in policy research. For more information on the American Educational Research Association, please visit: http://www.aera.net/.

A Teacher Evaluation System That Works. Research Brief

Author : National Institute for Excellence in Teaching (NIET)
Publisher :
ISBN 13 :
Total Pages : 8 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis A Teacher Evaluation System That Works. Research Brief by : National Institute for Excellence in Teaching (NIET)

Download or read book A Teacher Evaluation System That Works. Research Brief written by National Institute for Excellence in Teaching (NIET) and published by . This book was released on 2010 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers are the most important school-related factor for student achievement gains, but evaluation of teacher performance is seldom conducted in any rigorous way. As policymakers call for a better approach to teacher evaluation, the 10-year history of TAP[TM]: The System for Teacher and Student Advancement provides an example of an integrated system for teacher evaluation and support. TAP teachers are evaluated every year through multiple classroom observations by trained and certified raters and through their contributions to student achievement growth. Based on data from TAP schools, research shows that: (1) TAP teacher evaluations provide differentiated feedback on teacher performance; (2) TAP classroom evaluations are aligned with value-added student achievement outcomes; (3) TAP teachers become more effective over time; and (4) TAP schools show higher retention of more effective teachers, and higher turnover of less effective teachers. Creating the capacity for evaluation and evaluation-guided improvement in schools requires the right tools as well as the sustained engagement of teachers and leaders. The example of TAP implies that teacher evaluation should not be pursued as a one-time, one-size-fits-all policy prescription, but should be integrated within a comprehensive, site-based system with specific practical elements to support teachers and improve teaching and learning in the classroom. (Contains 7 figures and 5 footnotes.) [For "A Teacher Evaluation System That Works. Working Paper," see ED533380.].

Preparing Teachers

Author : National Research Council
Publisher : National Academies Press
ISBN 13 : 0309128056
Total Pages : 234 pages
Book Rating : 4.3/5 (91 download)

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Book Synopsis Preparing Teachers by : National Research Council

Download or read book Preparing Teachers written by National Research Council and published by National Academies Press. This book was released on 2010-07-25 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system. Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs. Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now.